WEER, ADA R. April 2007. The Use of Inductive and Deductive Method in Teaching Tertiary Physical Education in Selected Private Schools of San Fernando City.
Benguet State University, La Trinidad, Benguet.
Adviser: Russell B. Dolendo, M.A.P.E.
ABSTRACT
The study was conducted to determine the factors affecting the teaching process in using the inductive and deductive methods; find out the level of effectiveness of the inductive and deductive in teaching physical education; determine the effect of gender, age, birth order and income level on the level of effectiveness using the two methods of teaching; and determine the relationship between the factors affecting the kevel of effectiveness of the inductive and deductive methods in teaching physical education of six private institutions of San Fernando City, during the SY 2006-2007.
The study made used of a questionnaire to gather the needed data from 100 students and an achievement test prepared by the teachers. It utilized the descriptive and inferential statistics at 0.05 level of significance.
The significant findings of the study are the following:
Regardless of methods used in the teaching of physical education, environment, facilities and materials/equipment were perceived very satisfactory by the students.
On the level of effectiveness of the methods used, there is a significant difference between the male and female students in the pretest in the inductive method. A significant difference was noted in the deductive method for both the pretest and posttest.
In the use of inductive and deductive methods, no significant differences existed between the different age groups, birth order and income level in the pretest and posttest.
There is a positive correlation between environment and level of effectiveness of the inductive method but negative correlation in terms of facilities and materials/equipment. There is a positive correlation between the factors affecting the teaching process and the level of effectiveness of the deductive method.
Bibliography. . . . . . i
Abstract . . . i
Table of Contents . . . iii
INTRODUCTION Background of the Study . . . 1
Statement of the Problem . . . 3
Objectives of the Study . . . 4
Importance of the Study . . . 5
Scope and Delimitations . . . 6
REVIEW OF LITERATURE Teaching Method . . . 8
Strategies, Methods and Techniques in Teaching Physical Education. . . 10
Factors Affecting the Physical Education Program . . . 14
Level of Effectiveness According to the Different Variables . . . 15
Conceptual Framework . . . 19
Definition of Terms . . . 19
Hypotheses of the Study . . . . . . . 21
METHODOLOGY
Locale of the Study . . . 23
Respondents of the Study . . . . . . 23
Research Design . . . 25
Instrumentation . . . 26
Item Analysis of the Achievement Test . . . 27
Treatment of Data . . . 28
RESULTS AND DISCUSSION Factors Affecting the Teaching Process . . . 30
Level of Effectiveness of Methods Used in Teaching Physical Education . . . 41
Level of Effectiveness of Methods Used in Teaching Physical Education According to Selected Variables . . . 46
Relationship between the Level of Effectiveness of Methods and the Factors Affecting the Teaching of Physical Education . . . 54
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary . . . 58
Conclusions . . . 59
Recommendations . . . 60
LITERATURE CITED. . . 62
B. Achievement Test. . . .. . . 66
C. Questionnaire . . . 72
D. Lesson Plans . . . 75
E. Table of Specification . . . 96
BIOGRAPHICAL SKETCH . . . 97
INTRODUCTION
Background of the Study
Quality education is the main thrust of the Department of Education. In fact the newest program of Department of Education is the program on the Refined Basic Education Curriculum (RBEC). Trainings, seminars or workshops were launched for classroom teachers, school heads, and supervisors nationwide in order to uplift their competence and equip them with the skill, knowledge, and capabilities. This Basic Education Program had been formally introduced in the classroom setting. Educators nowadays are very concerned about the future of the children or youths in society. They are trying to fill in the present need of the declining quality of education by introducing innovations.
Moreover, educators do not just guide learners to the right path and become knowledgeable they also take into consideration how to inculcate values or right attitude as a strong foundation in building oneself in order to get along well with peers, elders, parents, officials, other members of the family, and to everyone else. This is to further build a strong value-laden citizens, disciplined and with leadership capabilities. As stated by Delor (1985), education serves society as an instrument in fostering the creation, advancement and dissemination of knowledge, and the triple goals (equity, relevance and excellence) prevail in policy-making, planning and practice.
The critical need for quality education becomes even more pronounced in the context of the growing complexity of the roles of educational institutions as they operate in response to the evolving shift in the nature of social system and structures. Zubi (1988) quoted Hawkridge (1983) who labeled the year 2000 AD as the “learner’s haven” which will result to a more critical and complex yet functional learning process particularly in institutions of higher learning (IHL).
Higher education is expected to serve both as an agent of change and as a source of change agents. It is expected that quality education is readily accessible to all.
Tenedero (1998) on the other hand, said that in order to meet the holistic understanding of the learning process, teachers must strive to shift fallacies from facts and myths from realities; and that parents can best ensure learning to their children if they help teachers identify, bring out and nurture the individual genius that is in every child.
Modern education aims to develop the total person. It is concerned not only with mental banking but also with making provisions for the physical aesthetic, spiritual, moral and social growth; thus, man seeks for perfection as he strives towards total enjoyment. Man has a indomitable spirit which refuses defeat, knows only fortitude and endurance as he makes adjustments for a better life. Invariable people change their perspectives or attune themselves to the perspective of the environment (Bastian, 1999).
3 The vision of the Philippines in the 21st century concerns the quality of life of Filipinos and is anchored on a very strong global competitiveness. The greatest challenge of the 21st century is to discover how to make good use of the innovations and discoveries of the 20th century. When Churchill said that
“empires of the future are empires of the mind” several decades ago, it could be that the age of information and technology was referred to. There is no stopping this global development, this emerging new world. It can only be met and welcomed with new ways of thinking which, in turn must be equal to the challenges and the opportunities of the unfolding global village: visionary dynamic, creative, liberating and transformative. Anything less would be disservice to man and would be a failure of education (Tenedero, 1998).
Statement of the Problem
This study aimed to determine the effectiveness of inductive method and deductive method used in teaching tertiary physical education in selected private schools of the City of San Fernando.
Specifically, this study sought answers to the following questions:
1. To what extent does the teaching of physical education using the inductive and deductive methods as affected by the following factors?
a. Environment b. Facilities
c. Equipment/materials
2. What is the level of effectiveness of the inductive method and the deductive method in teaching physical education as r in the pre-test and posttest?
3. What is the level of effectiveness of the inductive and deductive methods used in teaching physical education when students are grouped according to the following variables:
a. Gender b. Age c. Birth order d. Income level
4. What is the relationship between the factors affecting the teaching process and the level of effectiveness of the inductive and deductive method used in Physical Education?
Objectives of the Study
This study had the following objectives:
1. To determine the extent of teaching physical education using the inductive and deductive methods as affected by the following factors:
a. Environment b. Facilities
c. Equipment/materials
2. To find out the level of effectiveness of inductive method and
5 3. To determine the level of effectiveness of the inductive and deductive methods in teaching physical education when students are grouped according to the following variables:
a. gender b. age
c. birth order d. income level
4. To determine the relationship between the factors affecting the teaching process and level of effectiveness of the inductive and deductive methods in teaching physical education.
Importance of the Study
Educators have become keenly aware that there is a crisis in education;
hence the crucial role of innovations to improve the educational enterprise. One such innovations is the process of inquiry which helps students how to think for themselves, how to formulate and test ideas, and in general involves the students in a lifetime learning technique.
Students in college are more independent than those in the elementary or secondary schools. Outside the classroom, they are practically on their own to manage their time, skills, and responsibility. The concern of educators in the tertiary level is to assist young people manage their time, skill, and study in preparating them as the future leaders and professionals of society.
This study would be of value to the teachers of physical education.
Results of the study willate awareness of their responsibilities as teachers to improve their teaching methods and strategies appropriate to the learning styles of their students.
For curriculum planners, results of this study will provide them insights in terms of innovations in content, teaching strategies and techniques to improve the teaching of physical education.
Results of this study can contribute to the development of better teaching- learning process, and help develop students not only in the physical dimension but also developing their social awareness and thinking skills. Moreover, results of the study will make administrators realize that the success of the implementation of the physical education is dependent upon their administrative support. Positive attitude of administrators towards P.E. program will encourage teachers and bolster their morale to be more committed in their teaching responsibilities.
Scope and Delimitation of the Study
This twelve-week experiment is concerned with the effectiveness of inductive and deductive method used in teaching tertiary physical education. The subjects of the study were 100 students taking physical education subjects in the selected private schools in San Fernando City, La Union during the first semester of the school year 2006-2007. Two comparable classes were involved in the
7 posttest. The two classes went through the learning unit on “Rhythmic Activities”
which included Philippine folk dances, physical fitness (gymnastics), individual dual sports.
It dealt with the factors affecting the teaching of physical education using the inductive and deductive methods. It also determined the effectiveness methods. It also determined the effectiveness of both methods as affected by some selected variables like gender, age, birth order and income level of family.
Finally, the relationship between the factors affecting the teaching process and the level of effectiveness of both methods of teaching was determined.
A teaching method is an organized and systematic procedure employed by a teacher in making students learn. It consists of steps which are logically arranged. A teacher employs it to make it highly efficient, thus, maximizing the teaching output. Without it, learning becomes cumbersome and a big waste in terms of efforts, time and even money (Calderon, et. al., 1993).
Davis and Wallis (1989) referred to method as a set of procedures that are carried out according to some rules. To know the rule is to know “how to” carry out procedure, to have gone through the procedure many times not only helps to make sure that one knows the rule, but also that one can carry out the actions prescribed by it. With the use of the method, the teacher knows exactly what to do in guiding students go about and undertake a specific learning task.
Meanwhile, Harrison (1973) defined the teaching method as primarily a matter of organization of materials and effort to get certain definite things done.
The organization to be taught and to be learned is part of this method. He also categorized such organization into two: logical and psychological.
Learning by discovery naturally employs the inductive method whereby students form the expected generalization toward the end of the lesson. It also recommends the use of the activity method where “learning by doing” takes
9 engaged in undertakings like experimenting, observation, investigating and the like (Calderon, et. al., 1993).
The teaching methods may be classified according to some chosen criteria.
First criterion is based on whether certain methods are addressed to the whole class or to groups of students or to individual students. Second criterion is based on whether certain methods are highly cognitive or highly psychomotor or even highly affective. Third criterion is based on whether certain methods are teacher- monopolized, student-monopolized, or teacher-students collaborated.
Lardizabal (1997) categorized teaching styles into two major areas; direct and indirect teaching. He defined the former as teaching wherein the teacher provides new or additional information to students in a number of ways, that is, by lecturing, showing a film or taking a field trip. The latter he elaborated as a pattern in which the teacher structures activities in which the learner is active and involved in a variety of situations, such as playing games, group role playing, training and laboratory work.
Another way of classifying teaching methods which primarily emphasize the acquisition of knowledge is whether they are convergent or divergent. The convergent mode of teaching makes students to come up together at point which means they are expected to accept an idea or a set of ideas like what is being done in the process of generalizing or jotting down the teacher’s lecture notes. In this mode, ideas other than the expected ones are not acceptable. On the other hand,
the divergent way of teaching permits students to branch out to different ideas allowing them to share diverse opinions toward a certain topic or issue. Such mode is very evident in a socialized form of classroom discussion in which each student justifies or supports a point, argues and even criticizes certain ideas (Hidalgo, 1984).
Strategies, Methods and Techniques in Teaching Physical Education
With regard to teaching methods in physical education, Andin (1995) observed that many teachers have been employing the usual methods of teaching the academic subjects. This fact has caused too much confusion and has resulted to ineffective teaching according to studies, it has also affected the attitudes of individuals towards the subject. While it is true that some of the usual methods of teaching are maybe effective in teaching the cognitive phase, they may be not be applicable in teaching the psychomotor program.
In the education process, the three most important factors are the child, the teacher and the subject matter. The primary concern of learning is to educate the child. The teacher is necessary to guide the educative process. Since the child is the center of the educative process, method must be suited to the learner. Age, grade, maturity level, abilities, needs, experiences, health and growth must be considered. The child has to acquire knowledge and information through subject
11 method. By means of method, the child is guided as to what parts of the subject matter to appreciate and what skills. In the final analysis, the outcomes of education are acquired through method with the changing educational goals. The choice of method becomes important. According to Bastian (1999), the following factors help determine how a teacher decides what method to be used in teaching:
1. The educational objective and the aim of the lesson. 2. Nature of the subject matter or the lesson. 3. The nature of the learners. 4. School equipment and facilities. 5. The teacher.
Aquino (1988) stressed that a teacher should make good use of teaching devices or materials. A teaching device is a “little method”. It is a teaching aid or tool to facilitate instruction. It is any means, usually concrete used to make teaching clearer, more meaningful and more interesting. The teacher’s procedure comprises the method of teaching. Technique refers to the art of skill of performance. Teachers become facilitators, calibrators, tour guides or coaches for the infor-sphere rather than omniscient leaders rested in air-conditioned rooms.
Not only do they convey and conclude information but also they explain and expand the same. Teachers, indeed, should know how and why things happen (Qua, 1995).
In addition, method cannot be standardized simply because children do not belong to the same world. There is no single best method, but there are many good methods. A teaching method is good if: 1. It makes use of the principles of
learning and permits the operation of these principles such as readiness, exercise and effect as provided for. 2. It utilizes the principle of “learning by doing”. 3. It provides for individual differences. 4. It stimulates thinking reasoning. 5. It provides for growth and development
The urges of children represent broad traits that are typical of children regardless of age, sex or race. Varied teaching strategies are utilized to hold interest and to enhance teaching. Physical education as a subject applies various methods and techniques that develop the three learning domains: cognitive, psychomotor and affective in varying degrees. The domains of learning are ways of classifying educational objectives (Cunning, 1995).
Bucher and Wues (1979) stated that physical education in an educational process that has its aims the improvement of human performance through physical activities selected to analyze this outcome. Physical Education includes acquisition, refinement development and maintenance of motor skills development and maintenance of fitness for optimal health in well-being:
attainment of knowledge; and growth of positive attitude.
The selection of instructional strategy is never an easy task for teachers as every class has students with any number of preferences for learning. Learners respond in various ways to various strategies (Harrison and Blakenmore, 1992).
Some students respond better to lecture but others used group works and even
13 the presentation of fitness and formation inn a concept-based fitness course. The instructional strategies are educational gain demonstrations, debates, and discussion, group work, cooperative learning group, brainstorming, concept mapping, lectures, panels and forums.
Serrano (1978) cited other methods and techniques in teaching physical education. The direct – study method relates to assignment of outside work to students. This help students learn activities and develop interest in them. In the direct practice of motor skills, students practice more to master skills than can be provided during scheduled class period the socialized class methods depends upon the students willingness to work together in the development of their skills of both leadership and followership in the ability of instructors to assume role of democratic guidance and supervision. The individualized instructional method is based upon the principle that leaning is highly individualized and each students does his own learning. This is usually applied and combative events and gymnastic with the supervision of the trainor or coach.
According to Camat (2002) the circuit training method is made up of an exercise program consisting of a number of stations arranged in the form of circuits. Each station demands an exercise tasks from the students who move from station to station in sequential order. This is done during team events and group dancing practice.
Corpuz (1998) said that the poorest method of teaching, according to many educators is the lecture method because children easily get bored and they lose interest. Sometimes however, when special topics need to be presented with authority, lecture method should be used. The person who lectures most from the lecture is the lecturer himself.
Another method which is deemed to be one of the most effective methods in teaching physical education is the demonstration method. Its use can enhance learning or retention of students. It must be well-planned and the equipment and materials to be used must be organized at the place where demonstration is provided. Tinipac (2005) found that demonstration method serves as excellent way of teaching physical education and that the teacher should demonstrate the skills perfectly as possible. It is highly suggested that the lecture method should be combined with demonstration method to make information in physical education more interesting and effective. This can be an effective way to provide opportunities to discover the talents of students in the field of creativity.
Factors Affecting the Physical Education Program
Laconsay (1989) pointed out that adequate venue/classroom should be provided for various education activities in order to attain the objectives of physical education.
15 Klap (1977) mentioned that what is important to any sports program is the maximum effective use of equipment and utilization of facilities and best means of buying and storing supplies. Gymnasium equipment are very important in any sports or physical education program. Facilities sanitation is also important in sports facilities management. The training room is a special room designed to meet the requirement not only of the sports training program but also the general physical education program when the need arises to accommodate the various functions of a training program. It must be designed as a multi-purpose area in which first aid can be administered, physical examinations conducted, programs and pre practice bondaging and taping band to be done, and re-conditioning carried out.
Salvador (1978) found that factors that affect the physical education was lack of facilities, equipment and supplies. She stressed that the physical education program needed re-examination in relation to its urgent needs, and that teaching techniques, class supervision and evaluation of the program needed improvement.
Level of Effectiveness According to the Different Variables
Age is important because the older the person, the more mature they are likely to be. If most students are older in the grade, they probably will have an advantage on the physical fitness test (Echave, 2005).
West (2006) stated that female and male athletes seem to respond to training in a comparable manner. As the quantity or intensity of training increases, aerobic capacity shoots upward, body fat tends to decrease and performance improves, regardless of gender. Males frequently achieve better performance than similarly trained females. Part of the reason for this is that males routinely engage in a perfectly legal, natural form of blood doping.
In terms of performance measurement, men are taller than women and therefore take longer strikes. Since being taller seems to give men an unfair advantage.
Birth order and its impact on the individual have been a maller of great debate. Many say that the first-born children are the smartest out of all the other siblings in the family. Evans (2006) discovered that birth order does have a slight impact on IQ. Overall, first-born children and only children scored higher on the IQ test than did later born children. Therefore, her study suggests that first-born and only children perform better on IQ test and overall are more intelligent.
Schemo (2006) said that the private school students have long scored higher on the national assessment, commonly referred to as “the nations report card”, the new study used advanced statistical techniques to adjust for the effects of income, school and home circumstances.
Andin (1988) stated that teaching strategies are methods, techniques or
17 teaching is a general way of guiding and controlling learning experiences. In addition to the foregoing ideas, it is highly necessary for the teacher to have a repertoire of teaching strategies. Even though a program of education is founded on worthy aims, it cannot achieve a satisfactory degree of success unless direct understanding of workable skills may be met in actual practices.
Two general methods of teaching motor skills have been derived from experimental students and these are the “whole part methods” and the “part whole methods” of teaching. This method leads themselves to the teaching of special skills in sport, dance, gymnastics, as well as the basic game skills. For example, in teaching of serving volleyball, the teachers demonstrate the whole pattern of the activity first before doing it step by step. Then any size of the preparatory position is made, such as the stance, the trunk position and how the ball is held, after which comes an analysis of the movement in hitting the ball. The whole activity may be demonstrated again in order to put the parts all together for a better impression.
The premise of this method of teaching is that part is more important than the whole since the parts make the whole. This is based on the stimulus-response theory of Thorndike. Learning the parts and mastering them lead to learning the whole activity. Although this method cannot be superior to the whole part method, it lends itself satisfactorily to the teaching of a dance or a set of exercise where it would be very uneconomical and considered impractical for the teacher
to demonstrate the whole dance or the whole set of exercise first before he teaches the different figures. In addition to this research, the strategy may proceed from part to part (part method), may encompass the entire skill (whole method) or may employ a combination of the part and whole methods.
Most experts agree that both part and whole methods should be used, that at times a combination is feasible, and that alert teachers employ all three depending on the background of the students, the complexity of the skill and objectives guiding immediate instruction. The principal steps in teaching strategy for developing motor skill are as follows: 1) Clarify need for the skill.
2) Demonstrate the skills, or have a student demonstrate them. 3) Provide for immediate practice, observing to not those in need of guidance. 4) Provide individual assistance as needed. 5) Provide for immediate use of the skill.
According to Matt Lochen (2005) he prefers inductive methods to deductive approaches. He recently turned an old deductive – based lesson into an Inductive lesson. He learned through a combination of lectures and funny looking drawings on the chalk board, but instead of subjecting the students to the pain of another lecture he gave them some models and a work sheet. With minimal instruction, almost each of the students was able to do the correct structural formula, then he decided to incorporate more and more inductive lessons into topic.
19 Conceptual Framework
The paradigm (Figure 1) of the study shows the three major variables independent variables, dependent variables, and the intervening variables. The independent variables revolve around the teaching method, the result of the post test and pre-test. The dependent variables are the effectiveness of the inductive and deductive method used in teaching tertiary physical education after the experiment. The intervening variables are the socio-economic profile of students in terms of age, gender, birth order and income level. Included also are the factors like environment, facilities, materials/equipments.
Definition of Terms
The following terms are operationally defined.
Method refers to the way an educator in physical education teacher carry out the objective of the lesson such as lecture method, demonstration method, whole-part method. and part-whole method.
Inductive Method is a procedure through which one may arrive at a fact, principle, truth or generalizations. Many instances or cases are studied, observed, and compared and the common elements in them discovered and generalized.
Deductive Method is the reverse of inductive procedure. It starts with generalization, principle, or rule that is then applied to specific cases.
Effectiveness is the ability of a teacher to create a meeting and an interaction between the physical, intellectual and psychological interest of
Intervening Variables
Figure 1. Paradigm showing the effectiveness of inductive and deductive method used in teaching tertiary Physical Education.
Inductive Method (Pre test and Post test)
Deductive Method (Pre test and Post test)
Effectiveness of Inductive and Deductive Method
I. Socio-Economic Profile
a. Age b. Gender c. Birth order d. Income Level
Dependent Variables Independent Variables
II. Factors
a. Environment b. Facilities
c. Materials/equipme nt
21 students or learner and some given subject matter content; the ability of a teacher to relate the learning activities to the developmental process of the learners and to their current immediate interest and needs.
Achievement refers to the number of correct responses/answers a particular students gets in an administered test constructed by the researcher.
Achievement Test is a test developed on the basis of educational objectives that have verbal or mathematical aspects and are assigned to measure the degree which the students have achieved those objectives.
Tertiary Student refers to an individual who is admitted and enrolled as a student in a institution of higher learning
Teaching is a process of stimulating, directing and guiding the learner.
Physical Education an integral part of educational programs designed to promote the total development of individual.
Hypotheses of the Study
This study was guided by the following hypotheses:
1. There is no significant difference in the factors affecting the teaching process using the inductive and deductive methods:
a. environment b. facilities
c. equipment/materials
2. There is no significant difference in the level of effectiveness of inductive method and deductive method in teaching physical education in the pre- test and posttest.
3. There is no significant difference in the effectiveness of inductive and deductive method used in teaching tertiary physical education according to the following variables:
a. Age b. Gender c. Birth order d. Income level
4. There is no significant relationship between the factors affecting the teaching process and the level of effectiveness of the inductive and deductive method used in teaching tertiary physical education:
a. Environments b. Facilities
c. Materials/Equipment
METHODOLOGY
Locale of the Study
The study focused on the selected private tertiary schools in San Fernando City, La Union and conducted during the first semester 2006 – 2007. The different selected private tertiary schools considered were: Saint Louis College, Union Christian College, Lorma Colleges, Sea and Sky College, La Union College of Nursing, and Systems Technology Institute. Figure 2 shows the map of San Fernando City showing the location of the study
Respondents of the Study
Subjects of the study were 100 tertiary students enrolled in physical education in six selected private tertiary schools of San Fernando City chosen through stratified sampling. They took the pre-test and post-test and their scores were arranged from highest to lowest.
Table 1 shows the information about the respondents. There were more female (71) than male (29) and their age ranged from 17 years old and below to more than 19 years. Classified according to their birth order, theree were 38 who were the first child in the family, 32 in the middle and 30 the last. With regard to family income per month of the family, 42 families had Php 11,000 and above, 36 with Php 5,100-Php 10,999 and 22 with less than Php 5,000.
Figure 2. Map of San Fernando City showing the location of the study
25 Table 1. Background information about the respondents (100)
NUMBER OF PERCENT
PARTICULAR RESPONDENT (%)
a. Gender
Male 29 29
Female 71 71
TOTAL 100 100 b. Age
19 and above 12 12
18 58 58 17 and below 30 30 TOTAL 100 100 c. Birth Order
First child 38 38
Middle child 32 32
Last child 30 30
TOTAL 100 100
d. Family Income/month
Less than P5,000 22 22
P5,100 – P10,999 36 36
P11,000 and above 42 42
TOTAL 100 100
Research Design
The experimental research design was used in this investigation consisting of two treatments. Treatment 1 was taught by inductive method and Treatment 2, the deductive method. The experiment was conducted for 12 weeks.
Two sets of lesson plan were formulated, one was for the inductive and the other was deductive method (Appendix D).
Instrumentation
The main instrument used in the study was a 50-item multiple choice pre- test and post-test. There were 20 items for dance, 15 items for gymnastics and 15 items for table tennis. The table of specification provided the learning content, knowledge and skills to be developed (Appendix E). The test which was constructed by the researcher was personally administered by the P. E. teachers to their students under the study.
The original test which consisted of 50 items was submitted to experts for critiquing and improvement. These experts consisted of five physical education specialists and three college professor/instructor from selected private tertiary schools of San Fernando City who were considered competent along test construction for content validity (Appendix C). Comments/suggestions became the basis for revision of the test before it was finally administered. The best was tried out to the Physical Education 4 students of Union Christian College, who finished P.E. 1, 2 and 3 and were not included in the study for reliability. Using the Kuder-Richardson Formula 20, the test was reliable at 0.84, described as very high reliability.
27 Item Analysis of the Achievement Test
The final form of the test was administered to the 100 students for item analysis using the procedure by Ebel 91975).
The number of correct responses of the low-scoring group was subtracted from the number of correct responses of the high-scoring group. The quotient which is the index of discrimination was expressed as a decimal fraction. The formula which was used to compute the index of discrimination is as follows:
D =U – L N where:
D = index of discrimination
U = number of students in the upper group who answered the test item correctly
L = number of students in the lower group who answered the test item correctly
N = Number of students in each group
The computed values for the index of discrimination was compared with the accepted norm. In this study, the items with discriminating indices of at least 0.30 were considered and included in the final form of the test (Appendix B).
The difficulty of the test items was determined by the numbers of examinees who answered the test items correctly. The number of correct responses to an item for both the high scoring group and the low-scoring group
were added. The quotient was considered as the index of difficulty of the item and is expressed in percent. The formula for the index of difficulty is as follows:
ID = U – L X 100 N
Where:
ID = Index of difficulty
U = the number of students in the upper group who answered the test item correctly
L = the number of students in the lower group who answered the test item correctly
N = the total number of students in both upper group and the lower group
The researcher considered the index of difficulty of each item as guide in arranging the items from easiest to the most difficult.
Treatment of Data
The achievement of the 100 students by treatment was described in terms of the mean from their scores in the pretest and post test.
The 75% cut-off level was used as the criterion in describing further the achievement of the students. This was the mastery level set in the selected private tertiary schools of San Fernando City, La Union.
29 The t-test and the F-test were employed to determine whether or not significant differences existed in the physical education performance of students in the achievement test when they were taught the inductive and deductive approaches when they are grouped according to some variables. The Pearson Product Moment Correlation Coefficient (r) was likewise used to determine the relationship among variables.
A 5-point scale was used for the factors affecting the teaching process as follows:
5 – Outstanding
4 – Very Satisfactory
3 – Satisfactory
2 – Unsatisfactory
1 - Poor
For the level of effectiveness the following was used:
47 and above – Outstanding (O) 36 – 46 – Very Satisfactory 25 – 35 – Satisfactory 13 – 24 – Fair
0 – 12 - poor
factors affecting the teaching process, level of effectiveness of the inductive and deductive method, effect of gender, age, birth order and family income on the level of effectiveness using the inductive and deductive, and the relationship between the factors affecting the level of effectiveness of the inductive and deductive methods in teaching physical education.
Factors Affecting the Teaching Process
The Inductive Method
Table 2 shows the factors affecting the teaching process using the inductive method as reflected in the results of pretest and posttest. As shown in the table, environmental, facilities and materials or equipment. In terms of environment, conduciveness of the area for sports activities is perceived 3.98 in the pretest and 4.06 in the posttest; both are described very satisfactory and the present arrangement of the area is perceived 3.72 and 3.82, both in the pretest and posttest, respectively. In general, the environment is perceived very satisfactory in teaching physical education using the inductive method of teaching as indicated by the weighted means of 3.85 and 3.94, during the pretest and posttest, respectively. Furthermore, the difference in the perception of the
31 Table 2. Factors affecting the teaching process using the inductive method
INDUCTIVE METHOD PRETEST POSTTEST FACTOR Xw DE Xw DE a. Environment
Conduciveness of the area for
sports activities. 3.98 VS 4.06 VS Present arrangement of the area. 3.72 VS 3.82 VS
MEAN 3.85 VS 3.94 VS
tc = 0.932ns prob. = 0.356
b. Facilities
Cleanliness and orderliness. 4.08 VS 4.04 VS Ventilation and lighting. 3.68 VS 3.66 VS MEAN 3.88 VS 3.85 VS
tc = 0.302ns prob. = 0.764
c. Materials/Equipment
Adequacy of physical education
equipment. 3.94 VS 3.90 VS Quality of materials for physical
education activities. 3.76 VS 3.78 VS MEAN 3.85 VS 3.84 VS
tc = 0.114ns prob. = 0.909
OVERALL MEAN 3.86 VS 3.88 VS tc = 0.254ns prob. = 0.800 ns-not significant Legend:
4.50 – 5.00 – Outstanding (O) 3.50 – 4.49 - Very satisfactory (VS) 2.50 – 3.49 – Satisfactory (S) 1.50 – 2.49 – Unsatisfactory (U)
1.00 – 1.49 – Poor (P)
process is not significant as evidenced by the computed t-value of 0.932 with a probability of 0.356 which is higher than 0.05 level of significance. Thus, the students do not vary in their perception on the method used by their teacher. This finding implies that the students are satisfied with the existing area in their physical education classes for whatever method of teaching the teacher employs.
Another factor is the facilities used in teaching physical education. These are cleanliness and orderliness as well as ventilation and lighting. These factors are perceived very satisfactory as evidenced by their respective weighted means.
Facilities is perceived very satisfactory as perceived by the students with weighted means of 3.88 and 3.85, respectively both in the pretest and posttest taken by the students. The difference in the perception of the students is not significant as revealed by the computed t-value of 0.302 with a probability of 0.764 which is higher than the 0.05 level of significance. The findings imply that among the institutions considered in this study, the students are very satisfied with the facilities in their physical education classes. Furthermore, the different institutions the teachers are aware of the facilities they need for a better teaching and learning process in physical education.
Another factor that may affect teaching-learning process is the availability of materials/equipment they need in teaching physical education. The materials and equipment the teachers used in physical education are perceived very
33 the pretest and posttest period of the students. The results indicate that the students are very satisfied with the available materials and equipment the teachers are use in physical education. As indicated by the computed t-value of 0.114 with a probability of 0.909, the difference in the perception of the students is not significant.
Generally, the difference in the perceptions of students on the factors affecting the teaching process using the inductive method of teaching by the teachers in teaching physical education is not significant. This is indicated by the computed t-value of 0.254 with a an exact probability of 0.800 which is higher than 0.05 level of significance, hence, not significant. Thus, the hypothesis that there is no significant difference in the factors affecting the teaching process in physical education using the inductive method of teaching in the pretest and posttest, is accepted. This means that the factors do not affect whenever the students’ performance in the examinations. This may be attributed to the availability of facilities, materials and equipment and the area where they conduct physical education activities. In addition, a better performance of the students sometimes depends on the teaching methods, techniques and strategies used by the teacher.
According to Calderon et. al. (1993) a teaching method is an organized and systematic procedure employed by a teacher in making students learn. It consists of steps which are logically arranged. A teacher employs it to make it
highly efficient, thus, maximizing the teaching output. Without it, learning becomes cumbersome and a big waste in terms of efforts, time and even money.
Davis and Wallis (1989) also referred to method as a set of procedures that are carried out according to some rule. To know the rule is to know “how to”
carry out procedure, to have gone through the procedure many times not only helps to make sure that one knows the rule, but also that one can carry out the actions prescribed by it. With the use of the method, the teacher knows exactly what to do in guiding students go about and undertake a specific learning task.
The Deductive Method
Table 3 shows the factors affecting the teaching process in physical education using the deductive method of teaching. The deductive method is the reverse of inductive procedure. It starts with generalization, principle, or rule that is applied to specific cases.
The table shows the perceptions of the students regarding the factors of environment, facilities and materials/equipment the teachers use in teaching of physical education.
In terms of environment, the students perceived very satisfactory both the conduciveness of the area for sports activities and present arrangement of the area in their physical education classes with means of 3.59 and 3.66, respectively in the pretest and posttest period. The difference in their perception is not
35 Table 3. Factors affecting the teaching process using the deductive method
DEDUCTIVE METHOD PRETEST POSTTEST FACTOR Xw DE Xw DE a. Environment
Conduciveness of the area for
sports activities. 3.56 VS 3.60 VS Present arrangement of the
area. 3.62 VS 3.72 VS
MEAN 3.59 VS 3.66 VS
tc = 0.603ns prob. = 0.549
b. Facilities
Cleanliness and orderliness. 3.90 VS 3.76 VS Ventilation and lighting. 3.38 S 3.38 S
MEAN 3.64 VS 3.57 VS
tc = 0.673ns prob. = 0.504
c. Materials/Equipment
Adequacy of physical education
equipment. 3.56 VS 3.70 VS Quality of materials for physical
education activities. 3.58 VS 3.50 VS
MEAN 3.57 VS 3.60 VS
tc = 0.381ns prob. = 0.705
OVERALL MEAN 3.60 VS 3.61 VS tc = 0.120ns prob. = 0.905 ns-not significant
which is higher than 0.05 level of significance.
The facilities in the conduct of physical education classes is also perceived very satisfactory by the students as revealed by the weighted means of 3.57 and 3.60, described as very satisfactory. The students are satisfied of the facilities the teachers used regardless of the method they employ.
The same result (very satisfactory) was obtained in the materials and equipment available in teaching physical education as perceived by the students.
This is supported by the result of the t-test with a computed value of 0.381 with a probability higher than the specified level of significance, hence, not significant.
In general, the perception of the students of the factors affecting the teaching process in physical education is not significant as evidenced by the computed t-value of 0.120 with a probability higher than 0.05 level. Thus, the hypothesis that there is no significant difference in the perceptions of students on the factors affecting the teaching process in physical education, is accepted. This means that the students are very satisfied with the available materials, facilities and equipment as well as the area where they hold physical education classes regardless of what method of teaching employed by physical education teachers.
Andin (1988) stated that teaching strategies are methods, techniques or approaches for the effective teaching of physical education. A method of teaching is a general way of guiding and controlling learning experiences. In
37 repertoire of teaching strategies. Even though a program of education is founded on worthy aims, it cannot achieve a satisfactory degree of success unless those direct understanding of workable skills may be met in actual practice.
Inductive and Deductive Methods
Table 4 shows the factors affecting the teaching process using the inductive and deductive method of teaching physical education in terms of environment, facilities and materials/equipment available. As seen in the table, the students do not differ in their perceptions regarding the area where they hold the physical education classes. The students perceived very satisfactory the environment as indicated by the weighted means of 3.94 and 3.66, respectively, regardless of the teaching method utilized by the teachers. Furthermore, there is no significant difference on the use of inductive and deductive method of teaching by the teachers. This is supported by the computed t-value of 1.851 with a probability higher than 0.05 level of significance. This indicates that regardless of the method employed by the teachers the area where they hold classes plays a significant role.
In terms of facilities, the students perceived very satisfactory regardless of the teaching method used by the physical education teachers. This is evidenced by the weighted means of 3.85 and 3.57, respectively in the inductive and deductive method of teaching. The difference is not significant as supported by the t-value of 1.967 with a probability higher than 0.05 level of significance. This
Table 4. Teaching process using the inductive and deductive methods METHOD
INDUCTIVE DEDUCTIVE FACTOR Xw DE Xw DE a. Environment
Conduciveness of the area for
sports activities 4.06 VS 3.60 VS.
Present arrangement of the
area. 3.82 VS 3.72 VS
MEAN 3.94 VS 3.66 VS
tc = 1.851ns prob. = 0.068
b. Facilities
Cleanliness and orderliness. 4.04 VS 3.76 VS Ventilation and lighting. 3.66 VS 3.38 S
MEAN 3.85 VS 3.57 VS
tc = 1.967ns prob. = 0.052
c. Materials/Equipment
Adequacy of physical education
equipment. 3.90 VS 3.70 VS Quality of materials for physical
education activities. 3.78 VS 3.50 VS
MEAN 3.84 VS 3.60 VS
tc = 1.621ns prob. = 0.108
39 is an indication that regardless of the teaching methods used by the teachers, the students believed that the availability of facilities used by the teachers are considered important.
The availability of materials/equipment in teaching physical education is very satisfactory in using the inductive and deductive method of teaching. This is supported by the weighted means of 3.84 and 3.60, respectively. The difference in the perceptions of the students regarding the availability of materials/equipment in teaching physical education whether using the inductive or the deductive method of teaching, is not significant. Thus regardless of what teaching methods, techniques or styles teachers use, the students believed that availability of materials/equipment is deemed significant.
Generally, the difference in the perception of the students regarding the factors affecting the teaching process in physical education, is significant. This is supported by the computed t-value of 2.149 with a probability of 0.034 which is lower than the 0.05 level of significance, hence, significant. This means that there is a significant difference in their perception on the availability of facilities, materials/equipment and environment using the inductive an deductive method of teaching. They believed that the factors considered like available materials/
equipment, facilities and area are more suited using the inductive method than the deductive method of teaching. This implies that the teachers utilized the inductive method more than the deductive method with the available
materials/equipment, facilities and the area where they conduct physical education classes.
Two general methods of teaching motor skills have been derived from experimental students and these are the “whole part methods” (inductive) and the
“part whole methods” (deductive) of teaching. The whole part lends itself to the teaching of special skills in sports, dance, gymnastics, as well as the basic game skills. For example, in teaching serving volleyball, the teachers demonstrate the whole pattern of the activity first before doing it step by step. Then any size of the preparatory position is made, such as the stance, the trunk position and how the ball is held, after which comes an analysis of the movement in hitting the ball.
The whole activity may be demonstrated again in order to put the parts all together for a better impression.
The premise of the part-whole method of teaching is that the part is more important than the whole since the parts make the whole. This is based on the stimulus-response theory of Thorndike. Learning the parts and mastering them lead to learning the whole activity. Although this method cannot be superior to the whole part method, it lends itself satisfactorily to the teaching of a dance or a set of exercise where it would be very uneconomical and considered impractical for the teacher to demonstrate the whole dance or the whole set of exercise first before he teaches the different figures. In addition, the strategy may proceed from
41 part to part (part method), may encompass the entire skill (whole method) or may employ a combination of the part and whole methods.
According to Matt Lochen (2005) he prefers the inductive method to deductive approaches. He recently turned an old deductive – based lesson into an inductive lesson. He learned through a combination of lectures and funny looking drawings on the chalk board, but instead of subjecting the students to the pain of another lecture he gave them some models and a work sheet. With minimal instruction, almost each of the students was able to do the correct structural formula, then he decided to incorporate more and more inductive lessons into the topic.
Level of Effectiveness of Methods Used in Teaching Physical Education
Tables 5 to 7 show the level of effectiveness of methods used in teaching physical education.
Effectiveness of the Inductive Method
Table 5 shows the level of effectiveness of the inductive method shown in the results of the pretest and posttest.
The table shows that the level of effectiveness of inductive method is satisfactory as indicated by the scores of the students in their achievement test in physical education in the pretest and posttest examinations. As shown in the
Table 5. Level of effectiveness of inductive method in teaching physical education
INDUCTIVE
PRETEST POSTTEST
LEVEL n % n % 47 and above 0 0 0 0
36 –46 3 6 8 16
25 – 35 33 66 39 78 13 – 24 14 28 3 6 0 – 12 0 0 0 0 TOTAL 50 100 50 100 MEAN 27 S 32 S
tc = 6.005* prob. = <0.01 *-significant
Legend:
47 and above – Outstanding (O) 36 – 46 – Very Satisfactory (VS) 25 – 35 – Satisfactory (S)
13 – 24 – Fair (F) 0 – 12 – Poor (P)
significant. This means that the inductive method used by the teachers improved the performance of the students. This implies that the method is effective.
Therefore, the hypothesis that there is no significant difference in the level of effectiveness using the inductive method of teaching in physical education, is
43 According to Matt Lochen (2005) he prefers inductive methods to deductive approaches. He recently turned an old deductive – based lesson into an Inductive lesson. He learned through a combination of lectures and funny looking drawings on the chalk board, but instead of subjecting the students to the pain of another lecture he gave them some models and a work sheet. With minimal instruction, almost each of the students was able to do the correct structural formula. He then decided to incorporate more and more inductive lessons into the topic.
Effectiveness of the Deductive Method
Table 6 shows the level of effectiveness of the deductive method in teaching physical education.
The table shows that 38 or 76 percent of the students obtained scores from 25 to 35 (satisfactory); only 1 or 2 percent with scores from 36 to 46 (very satisfactory); and 11 or 22 percent from 13 to 24 (fair). The mean score of the student in their pretest is 28 falling within the satisfactory level.
In the posttest, 29 or 58 percent got scores from 25-35 (satisfactory); 17 or 34 percent, very satisfactory; and 4 or 8 percent, fair. The average score of the students in the posttest is 32 (satisfactory). This shows that the scores of the students increased with the used of the deductive method. This increase is significant as indicated by the computed t-value of 5.624 with a probability of less than 0.01 which is less than the 0.05 level of significance, hence, significant. This
Table 6. Level of effectiveness of deductive method in teaching physical education
DEDUCTIVE
PRETEST POSTTEST
LEVEL n % n % 47 and above 0 0 0 0 36 –46 1 2 17 34 25 – 35 38 76 29 58 13 – 24 11 22 4 8 0 – 12 0 0 0 0 TOTAL 50 100 50 100 MEAN 28 S 32 S
tc = 5.624* prob. = <0.01 *-significant
means that the deductive method improved the performance of the students in physical education.
Therefore, the hypothesis that there is no significant difference in the level of effectiveness using the deductive method, is rejected. This implies that the performance of the students using the deductive method by the teachers enhanced learning.
Effectiveness of Inductive and Deductive Methods
Table 7 shows the level of effectiveness of the both the inductive and
45 Table 7. Level of effectiveness of the inductive and deductive method in teaching physical education
METHOD
INDUCTIVE DEDUCTIVE
LEVEL n % n % 47 and above 0 0 0 0 36 –46 8 16 17 34 25 – 35 39 78 29 58 13 – 24 3 6 4 8 0 – 12 0 0 0 0 TOTAL 50 100 50 100 MEAN 32 S 32 S
tc = 0ns prob. = 1.00 ns-not significant
For the inductive method, the table reveals that 39 or 78 percent scored from 25 to 35 (satisfactory); 8 or 16 percent got scores from 36 to 46 (very satisfactory); and only 3 or 6 percent with scores from 13 to 24 (fair). The average score obtained by the students in the inductive method is 32 which falls under the satisfactory level.
In the use of the deductive method, scores ranging from 25 to 35 were obtained by 29 or 58 percent (satisfactory); 17 or 34 percent within the score 36 to 46 (very satisfactory) and 4 or 8 percent (fair). The differences on the mean scores of the students between the two methods of teaching using the t-test reveals a computed t-value of zero with a probability of one which is not significant. This
means that there is no significant difference between the two methods of teaching in the performance of the students in their posttest. Thus, the hypothesis that there is no significant difference in the level of effectiveness of the two methods of teaching by the physical education teachers, is accepted. This implies that both methods of teaching showed favorable results in the students’ performance in the test.
Most experts agree that both part and whole methods should be used, that at times a combination is feasible, and that alert teachers employ all three depending on the background of the students, the complexity of the skill and objectives guiding immediate instruction. The principal steps in teaching strategy for developing motor skill are clarify need for the skill; demonstrate the skills, or have a student demonstrate them; provide for immediate practice, observing to not those in need of guidance; provide individual assistance as needed; and provide for immediate use of the skill (Andin, 1988).
Level of Effectiveness of the Methods Used in Teaching Physical Education
According to Some Variables
Tables 8 to 11 show the level of effectiveness of the methods used in teaching physical education according to gender, age, birth order and family income.
47 Effectiveness of Method and Gender
Table 8 shows the level of effectiveness of methods used in teaching physical education according to gender.
As reflected in the table, the scores of the female students (29) in the pretest under the inductive method is higher than the male students (22). The same trend was also obtained during the posttest with scores of 33 and 31, respectively. The female performed significantly different during the pretest but not during their posttest. This is indicated by their respective computed t-value.
This implies that the use of the inductive method improved the performance of the male students. In addition, the inductive method enhanced learning among the male students.
On the other hand, the deductive method showed no significant difference between male and female students in the pretest as well as in the posttest. Results showed an improvement of the performance of the students, however, gender is not a significant factor in the performance of the students.
Therefore, the hypothesis that gender does not affect the level of effectiveness of the deductive method, is accepted but rejected in the inductive method in the pretest.
Lardizabal (1997) categorized teaching styles into two major areas; direct and indirect teaching. He defined the former as teaching wherein the teacher provides new or additional information to students in a number of ways, that is,
Table 8. Level of effectiveness of the methods used according to gender GENDER
MALE FEMALE
METHOD Xm Xm tc prob.
a. Inductive
Pretest 22 29 3.613* 0.002 Posttest 31 33 1.537ns 0.139 b. Deductive
Pretest 25 29 2.015ns 0.056 Posttest 31 32 1.187ns 0.246
*-significant ns-not significant
by lecturing, showing a film or taking a field trip. The latter he elaborated as a pattern in which the teacher structures activities in which the learner is active and involved in a variety of situations, such as playing games, group role playing, training and laboratory work.
Effectiveness of Method and Age
The level of effectiveness of the methods used in teaching physical education according to age is shown in Table 9.
The table shows that the performance of the students regardless of age is not significant as evidenced by the computed t-value of 0.963 with a probability higher than 0.05 level of significance in both the pretest and posttest taken by the students using the inductive method of teaching. This is the score trend in the
49 Table 9. Level of effectiveness of the methods used according to age
AGE GROUP
17 and below 18 19 and above
METHOD Xm Xm Xm tc prob.
a. Inductive
Pretest 25 28 25 0.963ns 0.389 Posttest 34 32 32 0.256ns 0.776 b. Deductive
Pretest 26 29 27 1.598ns 0.213 Posttest 31 32 34 1.203ns 0.309
ns-not significant
values in the pretest and posttest scores of the students. In the pretest scores of the students, the 18 years old students had the highest scores compared to the 17 years and below and 19 and above. In the posttest using the inductive method, the younger students obtained higher achievement scores than the older ones. Using the deductive method in the pretest, 18 years old students obtained the highest score, however, the students who are older obtained highest scores in the posttest compared to the younger ones. The differences of the scores of the students showed no significant difference which imply that age does not significantly affect the level of effectiveness of methods used. Thus, the hypothesis that age does not affect the level of effectiveness of the inductive and deductive methods, is accepted.
Modern physical education activities are based on the natural physical education activities of primitive times. Even the more recent activities, when analyzed, are found to be developed from natural activities. For example, playing American football involves such basic skills as running, dodging, leaping, striking, throwing, and swimming a club. In fact, it is probable that the greater the variety of basic natural skills employed in a single game, the greater the resulting satisfaction and educational value of the game or sports. Among the contributions of many nations to the accumulated heritage of large-muscle or physical education activities were those of the early Greeks of the Homeric era.
These includes javelin throwing, chariot racing, speed and distance running, discus throwing, weight throwing, boxing, wrestling and shooting the bow and arrow.
The mastery of life’s varied activities can be directly attributed to physical education. This development starts with the skills learned in the simple play and games of childhood and increases gradually with the more complex coordination of team and individual sports of later years. It develops thinking, interpreting, and problem-solving processes of the individual. It starts with exploratory play of infancy and adulthood and continues through all physical education activities as well as others. It is developed particularly in teams sport through learning the rules and signals and the special techniques for such skills as pitching a curve
51 ball; punting a spiral; executing a particular football block; and diagnosing the opponent’s offence or defense quickly.
Effectiveness of Method and Birth Order
Table 10 shows the level of effectiveness of methods used in teaching physical education when compared according to birth order.
In the inductive, the first born students obtained higher scores in the pretest than the middle and last child in the family. However, the last child had highest scores in the posttest in the inductive method. No significant difference among the first, middle and last child was noted in the achievement test scores both in the pretest and posttest. This is supported by the computed t-values of 0.220 and 1.254, respectively with probabilities higher than the 0.05 level of significance.
Using the deductive method of teaching, the scores of the middle born students obtained higher scores than the first and last born students in the pretest and posttest. However, these differences of scores among the students is not significant as evidenced by the computed t-values of 0.601 and 1.468, respectively. Both computed values have probabilities higher than the 0.05 level of significance, hence, not significant. This means that regardless of birth order of the students, their scores are not different from each other.
Therefore, the hypothesis that birth order does not affect the level of performance of the students using the inductive and deductive methods, is
